B. Discussion
The needs of the high school students in Indonesia are determined based on the curriculum in Indonesia. From the curriculum, the competence standard
and basic competence are defined. Moreover, to find out more appropriate
materials and media for the students, the needs analysis was needed. The purpose of needs analysis was to make sure that the materials could
make the students learn the language needed in the target situation. The theory proposed by Hutchinson and Waters 1986 about target needs and learning needs
was used to develop the needs assessments questionnaire. The questionnaire which was distributed had two main objectives. They were to know the target
needs of the grade ten students of high school and the learning needs desired by the students to achieve the goals of learning.
The results of the needs analysis were used to develop a course grid. The course grid was developed to provide a framework for the process of materials
development. The information used to develop the course grid was also taken from the curriculum of high school. This was necessary considering the materials
would be used as the model for materials development in the formal school. Therefore, the materials would be appropriate according to
students’ needs and the demand of curriculum.
After that, the materials and the website were developed. The materials were developed into three units. Each unit consisted of a consistent pattern, which
include introduction, main activities and closing reinforcement. The introduction section presented the unit title, a picture, and an introductory paragraph which
provided information about the learning objectives and learning context. The main activities section presented the tasks which were supposed to make the students
achieve the objectives. In this section, there were three sub-sections which were Stage 1 Lead-in, Information Centre, Exercises 1, and Grammar Centre, Stage
2 as writing preparation, and Stage 3 as writing phase. Finally, the closing or reinforcement section provided the students with follow-up activities. There were
two parts in this section, i.e. Reflection and Summary. This section also functioned as the evaluation activities
to check students’ achievements through the unit.
In each unit, there were about 12 to 14 tasks which were developed in order to help the students achieve the objectives of learning. The tasks were
designed based on the genre based approach. Therefore, each task contained four phases, i.e. BKOF, MOT, JCOT, and ICOT. In every unit, the tasks were
sequenced from guided tasks to independent tasks. After all materials had been created, the next phase was inserting them into the website.
After the materials and the media had been designed, the next phase was obtaining expert judgments, both in materials and media. Based on the results of
materials and the website evaluation, all units of the materials and the website had already achieved the appropriateness of the contents. The experts agreed that the
materials and the website were appropriate to learning goals, curriculum of high school, and the needs of students of tenth grade in second semester with some
notes and revisions.
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